The document discusses the importance of staff in determining early childhood program quality. It outlines that the best programs have highly qualified employees with low turnover. It then discusses some challenges in recruiting and retaining quality staff, such as low compensation, high job stress, inadequate training, and lack of administrative support. The role of the director is also examined, including their responsibilities in personnel leadership, management, and hiring. Effective strategies for the director include building a positive work environment through collaboration, communication, and professional development opportunities.

1. Chapter 5:
Leading and Managing Personnel
Planning and Administering Early Childhood Programs
Tenth Edition
Nancy Freeman
Celia A. Decker
John R. Decker
Prepared by:
Nancy K. Freeman
Tere Holmes
Kris Curtis
Adapted By Katy Kelley

2. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-2
The staff is the biggest influence on
program quality
•The best programs have:
○Highly qualified employees
○Low turnover

3. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-3
criteria that helps determine
program quality & job satisfaction:
•Staff must meet minimal qualifications
•Staff understand and agree with the
program’s vision and mission
•Staff accept personal ownership and
responsibility for the program

4. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-4
Challenges to recruiting &
retaining quality staff
•Low compensation – similarly qualified
personnel in other fields often earn more
•High job stress – long hours, noisy & busy
classrooms, physically demanding work
•Inadequate training – teachers often
bring little specialized training
•Lack of administrative support –
directors often have little specialized
training

5. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Effective Interviewing
One critical factor in having high quality staff is being able to
effectively screen applicants during the interview process.
5-5

6. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Reflection
• When I think about going on an interview,
I feel…………..
• The thought of interviewing someone else,
makes me feel……………………
5-6

7. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-7
The Director’s Role
•Leadership – working with people:
i.e., planning, mentoring, guiding, advising
•Management – organizational duties: i.e.,
implementing regulations, abiding by
contracts, personnel services

8. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-8
Are most directors prepared?
•Fewer than 20% of directors planned a career
in administration
•90% of directors come from the ranks of
teachers
They learn on the job!

9. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-9
Personal Qualities of
Effective Directors
• Dedicated, focused, organized
• Physical & mental stamina
• Open to new ideas
• Effective communicator
• Flexible, cheerful, & warm
• Understands own skills & needs
• Committed to success, honest
• Learns from mistakes

10. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-10
Directors as Personnel Managers
They are responsible for hiring and managing
• Primary Personnel
○ Teachers
○ Assistant Teachers
• Support Personnel
○ Dieticians, food service, office staff, volunteers

11. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-11
Primary Personnel
• Role: Work directly with children to support learning
and development.
• Responsibilities:
○ Assume leadership in the program
○ Implement program’s vision, mission and philosophy
○ Interact kindly & respectfully with children
○ Communicating effectively & consistently with families
○ Observe strict confidentiality
○ Respond effectively to children’s behavior

12. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-12
Support Personnel
• Role: Provide services that support or facilitate the
program.
• Responsibilities:
○ Vary depending on the specific job description of the
individual
○ Must meet specific qualifications
○ Have age-appropriate expectations
○ Can communicate with children & work with adults

13. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-13
Building a positive work climate
• Engage in authentic collaboration
• Effectively communicate with all members of the
organization
• Provide consistent and ongoing feedback regarding
individual strengths and areas of needed
improvement

14. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-14
Collaboration
The following levels of decision-making foster
collaborative work environment:
1. Unilateral: The director makes the decisions
2. Consultative: The director seeks input before
making decisions.
3. Collaborative: The director and others analyze the
problem, generate and evaluate possible solutions,
and then decide on action.
4. Delegative: The director provides information, and
others make the decision.

15. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-15
Professional Development
• Should continue throughout employees’ careers
• Should be based on both formal and informal
assessment of performance
○ Staff job performance assessments
○ Needs assessment surveys
○ Program evaluation measures (i.e., ECERS, DRDP
Assessments, etc.)

16. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Video Clip-Professional Development for Early
Childhood Educators
5-16

17. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-17
Effective Professional Development
All staff development activities should
include:
• Active learning – i.e., collaborating on a project,
debating an issue
• Reflective practice – i.e., think about experiences
& adjust behavior based on new insights
• Individualized activities – i.e., responds to
participants’ needs & interests

18. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-18
Opportunities to apply new
knowledge & skills
• The most important aspect of professional
development is on-the-job support.
• Without onsite support teachers are less likely to
implement changes based on typical workshop
style training.

19. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-19
Mentoring - coaching of a protégé
(novice staff member) by a mentor
(experienced staff member).
Effective mentoring requires:
• The best mentors possible
• Match the needs of the protégé with the skills of
the mentor
• Provide time to collaborate and reflect on practice
• Provide stipends or raises for mentors and protégés
when possible

20. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-20
Job Descriptions should include
• Job title
• Minimum qualifications
• Primary duties & responsibilities
• Working conditions
• Additional duties
• Reporting relationships and limits of authority
• Physical requirements
• Range of benefits & compensation

21. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-21
Personnel Records include:
• Personal information – i.e., name, address, phone
numbers, citizenship status
• Health records
• Reports from criminal background checks
• Emergency information
• Records of education, training, qualifications

22. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
5-22
Personnel Records (Continued)
• Records of past employment
• Professional & personal references
• Records about current employment
• Retirement & insurance records (if applicable)
• Job performance assessment records
Safeguard employees’ personal
information

23. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Follow-up
• Review the entire module and then complete
the weekly discussion/exercise (under
discussions).
• Please let me know if you have questions!
5-23